Written and Oral Communication: Communicate effectively in writing and orally using traditional and/or modern information resources and supporting technology.
Scientific and Quantitative Reasoning: Locate, identify, collect, and organize data in order to thenanalyze, interpret or evaluate it using mathematical skills and/or the scientific method.
Critical Thinking:Differentiate between facts, influences, opinions, and assumptions toreach reasoned and supportable conclusions.
Problem Solving: Recognize and identify the components of a problem or issue, look at itfrom multiple perspectivesand investigate ways to resolve it.
Information Literacy: Formulate strategies to locate, evaluate and apply information from a variety of sources - print and/or electronic.
Attachments:
Pdf of what each course fulfills: Bloom's Taxonomy:
First: Please rank on a scale of 1 to 5 (5=high) - how important each of these general outcomes are to to each of your classes in the matrix as follows:
CLASS NAME
Effective
Communication
Scientific or
Quantitative
Reasoning
Critical
Thinking
Problem
Solving
Information
Literacy
NOTE: WHEN YOU HAVE SETTLED ON DISCIPLINE LEVEL SLOS ON THE PREVIOUS PAGE, YOU MIGHT WANT TO COPY AND PASTE THEM HERE FOR EASY REFERENCE:
DON'T FORGET TO SAVE!!!
Instructions:
Please list SLOs for each course from the course outline of record.
Please explain when students are assessed and who interprets the results.
Make a projection of what percentage of students you would like to have succeed in a particular outcome or how much improvement you hope to see.
Keep this for your records and write up the results of the assessment in terms of broad percentages across the discipline or across several sections of the same course. Were you able to meet the goals? What can you do to improve? What should you keep doing? What do you need to make the success rate higher? This is what you will enter into the annual program review SLO section.
Notes:
If it makes sense to group your classes in some other way than ascending by number, please feel free to do so.
Use the discussion tab to discuss ways to measure these SLOs. When you have agreed on something, please write it below.
If I've missed something or made a mistake, please correct it and make a note.
Copy and paste the questions however many times you need to to cover all the classes!Copy and paste or type your answers to each question.
Do these SLOs relate to the College Learning Outcomes above? Are they broad in scope rather than too specific (like objectives)? Do they need to be re-written, shortened? If you re-write them, please enter new version here (and consider updating your course outline):
Ways to measure these SLOs (objective tests, projects, experiments, research projects, essay tests, class presentations, etc). Please note if you will create and use a rubric to score assessments.
Course Name:
SLOs from Course Outline:
Critical Thinking SLOs from Course Outline:
Do these SLOs relate to the College Learning Outcomes above? Are they broad in scope rather than too specific (like objectives)? Do they need to be re-written, shortened? If you re-write them, please enter new version here (and consider updating your course outline):
Ways to measure these SLOs (objective tests, projects, experiments, research projects, essay tests, class presentations, etc). Please note if you will create and use a rubric to score assessments.
Course Name:
SLOs from Course Outline:
Critical Thinking SLOs from Course Outline:
Do these SLOs relate to the College Learning Outcomes above? Are they broad in scope rather than too specific (like objectives)? Do they need to be re-written, shortened? If you re-write them, please enter new version here (and consider updating your course outline):
Ways to measure these SLOs (objective tests, projects, experiments, research projects, essay tests, class presentations, etc). Please note if you will create and use a rubric to score assessments.
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Discipline Name:
College Learning Outcomes:
Attachments:
Pdf of what each course fulfills:Bloom's Taxonomy:
DON'T FORGET TO SAVE!!!
First: Please rank on a scale of 1 to 5 (5=high) - how important each of these general outcomes are to to each of your classes in the matrix as follows:Communication
Quantitative
Reasoning
Thinking
Solving
Literacy
NOTE: WHEN YOU HAVE SETTLED ON DISCIPLINE LEVEL SLOS ON THE PREVIOUS PAGE, YOU MIGHT WANT TO COPY AND PASTE THEM HERE FOR EASY REFERENCE:
DON'T FORGET TO SAVE!!!
Instructions:
- Please list SLOs for each course from the course outline of record.
- Please explain when students are assessed and who interprets the results.
- Make a projection of what percentage of students you would like to have succeed in a particular outcome or how much improvement you hope to see.
- Keep this for your records and write up the results of the assessment in terms of broad percentages across the discipline or across several sections of the same course. Were you able to meet the goals? What can you do to improve? What should you keep doing? What do you need to make the success rate higher? This is what you will enter into the annual program review SLO section.
Notes:SLO template with an example from history:
Course Name:
SLOs from Course Outline:Critical Thinking SLOs from Course Outline:
Do these SLOs relate to the College Learning Outcomes above?
Are they broad in scope rather than too specific (like objectives)?
Do they need to be re-written, shortened?
If you re-write them, please enter new version here (and consider updating your course outline):
Ways to measure these SLOs (objective tests, projects, experiments, research projects, essay tests, class presentations, etc). Please note if you will create and use a rubric to score assessments.
Course Name:
SLOs from Course Outline:Critical Thinking SLOs from Course Outline:
Do these SLOs relate to the College Learning Outcomes above?
Are they broad in scope rather than too specific (like objectives)?
Do they need to be re-written, shortened?
If you re-write them, please enter new version here (and consider updating your course outline):
Ways to measure these SLOs (objective tests, projects, experiments, research projects, essay tests, class presentations, etc). Please note if you will create and use a rubric to score assessments.
Course Name:
SLOs from Course Outline:Critical Thinking SLOs from Course Outline:
Do these SLOs relate to the College Learning Outcomes above?
Are they broad in scope rather than too specific (like objectives)?
Do they need to be re-written, shortened?
If you re-write them, please enter new version here (and consider updating your course outline):
Ways to measure these SLOs (objective tests, projects, experiments, research projects, essay tests, class presentations, etc). Please note if you will create and use a rubric to score assessments.